One of the most peculiar characteristics of Korean language is the development of diverse particles. These various particles not only convey significant meaning within the sentence, but also are employed as role-marking implements such as nominative c...
One of the most peculiar characteristics of Korean language is the development of diverse particles. These various particles not only convey significant meaning within the sentence, but also are employed as role-marking implements such as nominative case, accusative case, possessive case and so forth. However, the segmentalized role-marking particles, in some cases, become the cause of plenty of errors to the English learner who speaks Korean as their mother tongue.
In this research, 262 Chungnam National University(CNU) students wrote 14 English compositions using transitive verbs showing a great deal of errors caused by the negative transfer of L1 case markers to the target language. The error analysis demonstrated that the difference of the case marking particles is the crucial element of these errors. In Korean, -ul and -rul are the canonical suffixes marking accusative case. Although many complements take the canonical accusative case marker, -ul and -rul, along with transitive verb, there are also some transitive verbs which take suffixes of intransitive verbs when translated to Korean. The examples of intransitive suffix in Korean are -wa, -e, -ge, -euro, -ege and so forth.
The transitive verbs used in the investigation are derived from The New Academic Word List by Coxhead (2000) and An Analysis of the Use of Intransitive and Transitive Verbs and Students' Understanding by Miyoung Kim. Here is the list of verbs with a percentage of correct answers in the parenthesis: survive (5%), accompany (11.1%), address (16.4%), appreciate (17.2%), constitute (19.8%), mention (22.9%), approach (27.5%), attend (34.7%), contact (35.5%),
oppose (38.9%), deserve (44.3%), answer (60.3%), access (61.1%), consider (64.9%)
The discrepancy between transitive verb and the intransitive verb particle is regarded as the critical cause of errors to Korean L1 learners. Therefore, many Korean learners make the ungrammatical sentence, "*John married with Susan."
In addition to these concerns, gender difference in language learning has been a controversial question among scholars. In spite of the diverse standpoints in this field, it has been cautiously addressed that female learners have better aptitude than male learners when it comes to language learning. The result of the research proved that female learners' composition gained higher score than that of male learners.
The composition scores of the students were also compared based on their grades. Before conducting the research, the students of higher grades were surmised to possess higher cognition when compared to the students of lower grades, because the students of higher grades spend more time studying English for TOEIC or job preparation. Contrary to the surmise, there was no significant statistic difference discerned among these students proven by the SPSS ANOVA program.
Before the participants answer the questionnaire, they investigated self-perception of their English writing ability. There are 5 scale ranges: very poor, poor, average, good, very good. There was also no significant statistic difference among the students showed by the SPSS ANOVA program.
Throughout the research, a distinct group of students presented exceptionally higher scores than the rest of the students. Most of them major in English, however, the aspect of making errors with the transitive verbs was very similar to the rest of the participants. This suggests that the subjects of the study share the similar tendency of making error regardless of their levels.
The transitive verbs employed in the study are relatively basic words exposed by the learners at an early stage of studying English. A lot of learners think knowing the meaning of a word makes learning completed. Nevertheless without balanced understanding of the form, function, and usage of each word, efficient language learning and teaching is not completed eventually. Therefore, appropriate explanation and emphasis should be stressed in the area of form along with function and usage.
，韩语论文范文，韩语论文 |
